Edited By Kevin Norley, Mehmet Ali Icbay and Hasan Arslan
Integrating Service Learning and Teacher Education: Preparing Teachers for Diversity
The OECD report of education, “Education at a Glance 2014” started its editorial as follows:
“The world is slowly moving out of the worst economic crisis of our lifetimes. With productivity, innovation, investment and trade not yet at full steam, the recovery still bears risks. It is also becoming clear that economic growth is not enough to foster social progress, particularly if the growth dividend is not shared equitably. Indeed, the social cost of the crisis continues to weigh heavily… In many countries the gap between the richest and the poorest is widening, youth unemployment remains high, and access to social services remains elusive for many. The world is looking for ways to spur economic growth in a more inclusive manner” (OECD, 2014, p. 13).
The word “inclusive” is the key in this statement: It means that there are diversities in society and that there are people who are placed in somewhat disadvantaged situations. In fact, society is becoming more and more diverse and Japan is not an exception. Although the percentage is still low compared with other OECD countries at 1.83% as of the end of 2013, the number of foreign residents in Japan has constantly increased except for a few years after the economic crisis in 2007. Diversity in society has also increased accordingly. The above statement from the OECD report suggests that education needs to work for the inclusion of all for their happiness and for the...
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